{"title":"Educational Strategies","description":"\u003cp\u003e\u003cspan\u003eBelow are our latest releases for the educational strategies category. This is only a small selection of our range – please use the Search Bar above to see the full catalogue.\u003c\/span\u003e\u003c\/p\u003e","products":[{"product_id":"9781681258300","title":"Responding to School Crisis","description":"\u003cp\u003eIn an era of multiple complex crises, every K-12 school needs a team that’s fully prepared to take immediate action after traumatic events, deaths, and other major losses. This practical planning guide empowers school administrators and leaders to build, train, and sustain highly effective school crisis teams.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eDeveloped by an author team with decades of experience—including David Schonfeld, the country’s go-to authority on responding to school crisis—this urgently needed book wraps everything leaders need to know and do into one accessible, comprehensive package. Readers will get critical information on the need for school crisis preparedness, the nuts and bolts of establishing and strengthening efficient crisis teams, and best practices and strategies for responding to different types of school crisis.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eA school leader’s ultimate guide to proactive preparation, this book will help new and existing crisis teams respond quickly after traumatic events and loss and ensure the physical, social, and emotional wellbeing of students, staff, and the community.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eLEARN HOW TO:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eApply seven guiding principles for building a strong school crisis team and crisis response plan\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eImplement the authors’ effective school crisis response model used in thousands of schools nationwide\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eReduce the negative impacts of crisis events and support healing and recovery\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eEstablish and train a crisis team that’s equipped to respond at any time\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eUse an adaptable checklist of actions for your team to take after a crisis\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eDesign and implement tabletop exercises and drills that will strengthen preparedness without overwhelming participants\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eMake appropriate decisions about memorialization and commemoration\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eProvide effective staff support and professional self-care in the aftermath of a crisis involving traumatic exposure and deaths\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":46857545154612,"sku":"9781681258300","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681258300.jpg?v=1782630112"},{"product_id":"9781036010683","title":"Teacher Hacks: Geography","description":"\u003cp\u003eUnlock the secrets to effective teaching with \"Teacher Hacks,\" an essential book series for educators dedicated to mastering the art of instruction. In this book, Alistair Hamill zooms in on the most challenging concepts in Geography, providing innovative, research-backed strategies to demystify and demonstrate how to approach them in your classroom. Perfect for both new and experienced teachers, this series is your go-to guide for enhancing student understanding and fostering a passion for learning. Elevate your teaching, inspire your students, and make learning easier with \"Teacher Hacks.\"\u003c\/p\u003e\u003cbr\u003e","brand":"HACHETTE LEARNING","offers":[{"title":"Default Title","offer_id":46977981481012,"sku":"9781036010683","price":35.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781036010683.jpg?v=1783981622"},{"product_id":"9781464821738","title":"The Nurturing State","description":"\u003cp\u003eThe report documents the extent to which governments in the Middle East and North Africa currently support children?s healthy physical growth, social-emotional and mental health, and early learning, and mitigate the potential for permanent harm that arises from poverty, maltreatment, and conflict.\u003c\/p\u003e","brand":"WORLD BANK GROUP PUBLICATIONS","offers":[{"title":"Default Title","offer_id":46985396912180,"sku":"9781464821738","price":102.0,"currency_code":"AUD","in_stock":true}]},{"product_id":"9780807787328","title":"Resisting Antiblackness in Education","description":"\u003cp\u003eCentered on the vibrancy of Black culture, this book offers an antiracist pedagogical framework for engaging Black youth in educational and community settings.  Resisting Antiblackness in Education refuses the logics of antiblackness that permeate societal and educational structures and, instead, offers an antiracist counter-logic rooted in the aesthetics of Black youth-a historical and ongoing form of cultural expression and perception.  Blending Black studies with critical educational theory, the author offers both a reflective and practical guide to help educators, researchers, community workers, families, and activists engage with Black youth aesthetics in ontologically restorative ways. Through memoir, aesthetic history, cultural critique, and case studies from a decade of research, readers are reoriented toward a pedagogy born from the social, psychic, and material lives of Black urban youth. Going beyond theory, this book includes actions, activities, and reflection questions that can be implemented directly in K-12 classrooms and other educational contexts.  Resisting Antiblackness in Education is a call to embrace an educational approach that is both intellectually stimulating and practically grounded, a critical and creative catalyst in the fight for Black youth and communities everywhere.  Book Features:     Offers a tangible antiracist pedagogical framework for engaging with Black youth in educational and community settings, including content unit designs, lesson plans, projects, school or community initiatives, family activities, and more.  Blends research with personal narrative, along with aesthetic artifacts of youth (e.g., collages, poetry, paintings, clay sculptures, art, public service announcements) to contextualize the pedagogical theory. Connects to Black aesthetic history to give readers an immersive experience so they are better prepared to execute the pedagogy, including many prompts to engage in self-reflection throughout the text. Focuses on youth voice to empower students, and all those committed to uplifting students, by recognizing their agency and cultural contributions and challenging traditional models of education that prioritize one-directional knowledge dissemination. Provides a broad context of anti-Black oppression that highlights the United States but also discussing antiblackness globally, inviting readers to engage with the text from their unique vantage points.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47076569808948,"sku":"9780807787328","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807787328.jpg?v=1782650191"},{"product_id":"9780807787335","title":"Resisting Antiblackness in Education","description":"\u003cp\u003eCentered on the vibrancy of Black culture, this book offers an antiracist pedagogical framework for engaging Black youth in educational and community settings.  Resisting Antiblackness in Education refuses the logics of antiblackness that permeate societal and educational structures and, instead, offers an antiracist counter-logic rooted in the aesthetics of Black youth-a historical and ongoing form of cultural expression and perception.  Blending Black studies with critical educational theory, the author offers both a reflective and practical guide to help educators, researchers, community workers, families, and activists engage with Black youth aesthetics in ontologically restorative ways. Through memoir, aesthetic history, cultural critique, and case studies from a decade of research, readers are reoriented toward a pedagogy born from the social, psychic, and material lives of Black urban youth. Going beyond theory, this book includes actions, activities, and reflection questions that can be implemented directly in K-12 classrooms and other educational contexts.  Resisting Antiblackness in Education is a call to embrace an educational approach that is both intellectually stimulating and practically grounded, a critical and creative catalyst in the fight for Black youth and communities everywhere.  Book Features:     Offers a tangible antiracist pedagogical framework for engaging with Black youth in educational and community settings, including content unit designs, lesson plans, projects, school or community initiatives, family activities, and more.  Blends research with personal narrative, along with aesthetic artifacts of youth (e.g., collages, poetry, paintings, clay sculptures, art, public service announcements) to contextualize the pedagogical theory. Connects to Black aesthetic history to give readers an immersive experience so they are better prepared to execute the pedagogy, including many prompts to engage in self-reflection throughout the text. Focuses on youth voice to empower students, and all those committed to uplifting students, by recognizing their agency and cultural contributions and challenging traditional models of education that prioritize one-directional knowledge dissemination. Provides a broad context of anti-Black oppression that highlights the United States but also discussing antiblackness globally, inviting readers to engage with the text from their unique vantage points.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47076569907252,"sku":"9780807787335","price":326.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807787335.jpg?v=1782650192"},{"product_id":"9781503640351","title":"Laboring in the Shadows","description":"\u003cp\u003eYouth workers are essential to the fabric of society. Schools, families, and many of our social institutions rely heavily on their work, yet their contributions often go unrecognized. Laboring in the Shadows explores the critical role of Black youth workers, especially in the lives of vulnerable youth, and the challenges they face in their unstable, underappreciated position.    Bianca J. Baldridge situates the experiences of Black youth workers within the broader context of anti-Blackness and historical inequities. Drawing on rich interview data from across the United States, Baldridge offers a nuanced analysis of how the precarity of this work-marked by high turnover rates, low wages, and housing insecurity-compounds the challenges these workers face. She highlights how Black youth workers resist these structural harms by adopting and implementing innovative pedagogical practices alongside practices of \"freedom dreaming\" and joy as forms of resistance and pathways to agency for youth despite their precarious roles.   Positioning Black youth workers within a broader network of informal care workers in the United States, Baldridge underscores the significance, fragility, precarity, and power of these dedicated professionals, their essential work, and the possibilities they create for youth.\u003c\/p\u003e","brand":"STANFORD UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47076612374580,"sku":"9781503640351","price":254.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781503640351.jpg?v=1782650385"},{"product_id":"9781503644892","title":"Laboring in the Shadows","description":"\u003cp\u003eYouth workers are essential to the fabric of society. Schools, families, and many of our social institutions rely heavily on their work, yet their contributions often go unrecognized. Laboring in the Shadows explores the critical role of Black youth workers, especially in the lives of vulnerable youth, and the challenges they face in their unstable, underappreciated position.    Bianca J. Baldridge situates the experiences of Black youth workers within the broader context of anti-Blackness and historical inequities. Drawing on rich interview data from across the United States, Baldridge offers a nuanced analysis of how the precarity of this work-marked by high turnover rates, low wages, and housing insecurity-compounds the challenges these workers face. She highlights how Black youth workers resist these structural harms by adopting and implementing innovative pedagogical practices alongside practices of \"freedom dreaming\" and joy as forms of resistance and pathways to agency for youth despite their precarious roles.   Positioning Black youth workers within a broader network of informal care workers in the United States, Baldridge underscores the significance, fragility, precarity, and power of these dedicated professionals, their essential work, and the possibilities they create for youth.\u003c\/p\u003e","brand":"STANFORD UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47076614144052,"sku":"9781503644892","price":64.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781503644892.jpg?v=1782650377"},{"product_id":"9798895570425","title":"The Reasons Teachers Stay","description":"\u003cp\u003eA research-based guide uncovering what teachers say keeps them in their schools-and how leaders can sustain them     The Reasons Teachers Stay offers a powerful new perspective on the urgent issue of teacher retention. While national headlines focus on why so many teachers leave, Douglas B. Larkin and Suzanne Poole Patzelt flip the question to ask: What makes teachers stay? Larkin and Patzelt's findings can inform the practice of administrators, school leaders, and teachers in creating supportive work environments within K-12 school districts.     Drawing on a six-year longitudinal study of US schools, districts, and communities with high rates of teacher retention, the work reveals that sustaining effective teachers in their jobs requires more than just a satisfactory working environment and incentives. Larkin and Patzelt find that teachers are retained when an interrelated set of conditions, including a manageable teaching load, a degree of autonomy, adequate compensation, and supportive relationships with colleagues, are in place to meet their needs. They present their findings using the teacher embeddedness framework to show how fit, interpersonal connections, and school-based\/community assets matter more than previously understood.     Engaging case studies and interviews with teachers and administrators throughout the book illustrate these concepts in action. The work ends with practical recommendations to enact key tenets of the framework in schools, such as establishing mentorship and induction programs; fostering teacher agency, autonomy, and protection; and providing strong support for teachers of color.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076622434356,"sku":"9798895570425","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570425.jpg?v=1782650407"},{"product_id":"9798895570487","title":"Readiness","description":"\u003cp\u003eAn enlightening overview of how early childhood education and care works in the United States and practical steps for how the systems of delivery might be improved \t  \t  \tIn Readiness, Elliot Regenstein dives into how states oversee publicly funded early childhood services. While early education and care have increasingly been treated as a public good, families still struggle to find the services they need. This book looks at the states seeking to develop coherent systems from a mix of care and education programs, highlighting successes achieved to date and laying out the challenges ahead. It is an insider's guide to who makes which decisions in state early childhood systems-and how those decisions get made.   Regenstein looks at the capacity states have to manage their systems, and how they have worked to reorient their capacity over time to better serve families with young children. He looks at how states have supported community-level leadership, including how early childhood providers have sought to work with public schools. The book highlights the information gaps that have plagued state and local leaders, and some of the growing efforts to close those gaps. It also examines the advocates and philanthropists whose work has a major influence on state policy.   Regenstein provides examples of how states have unified governance, strengthened community capacity, and upgraded data collection and delivery to respond to the needs of families and communities. He recommends next steps for policymakers in state and local government, advocates, and philanthropists to bring about positive change to achieve aligned, well-funded early childhood care services.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47076622532660,"sku":"9798895570487","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570487.jpg?v=1782650408"},{"product_id":"9798895570548","title":"Segregation and School Funding","description":"\u003cp\u003eAn expert examination of district-level segregation and wealth gaps shapes an original, ambitious policy agenda to end K-12 funding inequity and create a truly fair public school system  More than seventy years after Brown v. Board of Education promised equal educational opportunities for students of color, US public schools remain stubbornly segregated, with large gaps persisting in the adequacy of K-12 funding by race and income. In Segregation and School Funding, Matthew Di Carlo and Bruce D. Baker reveal the cycle that keeps resource-starved schools at a perpetual disadvantage and show how to break it.  By pulling back the curtain on the disparate financial situation of schools within metro areas through an original analysis of district cost data nationwide, Di Carlo and Baker show that schools in higher-poverty, disproportionately Black and Hispanic districts must spend more than their lower-poverty, whiter counterparts to achieve the same outcomes. This segregation-fueled disconnect between what districts need and what they actually get perpetuates unequal student outcomes, which reinforce segregation and inequality, within and even between generations.  The good news is that much of the policy infrastructure to disrupt this cycle is already in place. Through a targeted mix of educational and K-12 financial policy reforms at the state and federal level, Di Carlo and Baker argue that we already have the means to dismantle once and for all the self-reinforcing mechanisms that perpetuate a racially discriminatory status quo. Their agenda brings long-struggling schools closer to resource equity and creates an education system where all students-no matter whether they are white or Black, rich or poor-receive the education they deserve.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47093428846644,"sku":"9798895570548","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570548.jpg?v=1782649989"},{"product_id":"9798895570395","title":"Beyond Bad Apples","description":"\u003cp\u003eA measured appraisal of police presence in public schools and advice for educators who teach in these systems     In Beyond Bad Apples, Hannah Carson Baggett addresses the widespread presence of police in K-12 schools in the United States and provides essential guidance for educators who teach in policed environments. Baggett's work helps fill in a glaring gap in teacher education, offering preservice and practicing teachers and administrators a set of skills, strategies, and practices that can help them navigate police-staffed schools to advocate for their students.     Applying a critical eye to what is now a billion-dollar industry, Baggett gives a historical overview of policing in schools, deftly underscoring the systemic issues and policies that have invited police and school resource officers into public schools, all in the name of student safety. Calling on student and teacher voices, she demonstrates how in-school policing is harmful, including racial injustice, youth criminalization, and police violence as well as a culture of surveillance and deficit thinking. In a carceral society, she argues, police involvement shapes the school-prison nexus.     An advocate for abolition, Baggett calls for police-free schools. This urgently necessary work invites readers to reimagine school safety. In support of this mindset shift, each chapter features prompts to encourage educators to reflect on their own experiences, reevaluate disciplinary policies and procedure, and explore other forms of accountability and safety without policing.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47093433958452,"sku":"9798895570395","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570395.jpg?v=1782649983"},{"product_id":"9781492593751","title":"Therapeutic Recreation Leadership and Programming 2\/e","description":"\u003cp\u003eEquip students with the knowledge and tools to engage in therapeutic recreation.  Therapeutic Recreation Leadership and Programming, Second Edition,  is the only textbook that places leadership at the core of therapeutic recreation (TR) programming. It conveys the synergy between the roles of therapist and recreation specialist--two interconnected functions that promote personal growth and create meaningful leisure experiences for clients.  This second edition aims to equip students with a comprehensive framework for carrying out daily responsibilities in therapeutic recreation, guided by the highest ethical standards, risk management practices, and cultural considerations.  Incorporating the latest research from leading researchers worldwide, along with current regulations, legal mandates, and updated standards of practice, the second edition includes all-new chapters that detail the four steps of the TR process and offer practical guidance on promoting the profession through grants, marketing, and advocacy.  Additional new content featured in the second edition includes the following:     A chapter on balanced programming, helping specialists better understand how to address the needs of diverse client populations in various settings Separate chapters dedicated to the therapeutic recreation process and promoting the profession A section on societal innovations affecting program planning, the spiritual domain, and trauma-informed care Suggestions for a therapeutic recreation toolkit, including arts, cognitively oriented programs, health programs, nature-oriented programs, and social activities, to engage clients in meaningful and productive actions to reach their personal goals.  Additional features--including chapter objectives, sidebars, case studies, and new chapter wrap-ups--make Therapeutic Recreation Leadership and Programming a more approachable and engaging read for students and a helpful reference for those pursuing the Certified Therapeutic Recreation Specialist (CTRS) designation. Part I sets the stage for the practitioner to design and deliver TR programs. Included are core values and principles underlying TR practice and the components of 10 models for TR program design. Part II examines clients, programs, and methods through which students learn to match the needs of clients with the appropriate programs and select strategies to facilitate the achievement of predetermined client outcomes. Part III covers leading group and individual TR programs, advocating for and marketing TR services, and pursuing professional leadership opportunities.  Inspire students with the power and positivity of therapeutic recreation through Therapeutic Recreation Leadership and Programming, Second Edition.\u003c\/p\u003e","brand":"HUMAN KINETICS","offers":[{"title":"Default Title","offer_id":47164001517620,"sku":"9781492593751","price":233.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781492593751.jpg?v=1782650730"},{"product_id":"9798895570692","title":"Leading for Refugees and Newcomers","description":"\u003cp\u003eA collection of case studies from K-12 schools that show the many ways in which school leaders and practitioners can support newcomer students  In Leading for Refugees and Newcomers, editors Emily R. Crawford, Bryan Mann, Meredith Bittel, and Ryan Rumpf present a series of vividly-drawn, real-world case studies that illustrate how K-12 schools can effectively support their vulnerable populations of immigrant, migrant, and refugee students in a time when shifting immigration policy foments fear and uncertainty. Each case underscores how school leadership holds a critical position for helping transition newcomer students and families into US public schools and communities.  This rich and timely collection assists K-12 educational leaders and practitioners in addressing the social, cultural, and educational obstacles that these newcomer students and their families face. The authors use case studies that cover three key areas-within-school and classroom considerations; policy and administration concerns; and engagement of school partners, communities, and families-along with related analyses and questions for discussion and reflection to prepare practitioners to meet the unique needs of newcomer students. They provide essential insights into issues such as legal background, best practices for linguistic education and building student-teacher relationships, as well as suggestions for resources and networks that can help.  Through ethical, research-based, and equity-minded strategies and actions, this book prepares educators and educational leaders to deliver high-quality education that can shape the well-being and success of newcomer students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164009185332,"sku":"9798895570692","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570692.jpg?v=1782771484"},{"product_id":"9781681259093","title":"Rich Talk with Young Children","description":"\u003cp\u003eThis book is designed as a professional book for teachers, teacher leaders, counselors, and others engaged in the work of nurturing the holistic development of young children. It will include the theory behind early communication, as well as specific strategies and tools teachers can implement immediately. Finally, it will include worksheets and reflective exercises to be used either for individual teachers or in professional learning communities. The book is highly research-based, with research drawn from multiple disciplines (speech pathology, linguistics, psychology, and child development), as well as examples from the author's clinical work as a speech-language pathologist.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":47164009349172,"sku":"9781681259093","price":82.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681259093.jpg?v=1782650746"},{"product_id":"9798895570661","title":"Beyond the Doll Tests","description":"\u003cp\u003eA transformative guidebook for K-12 school counselors, teachers, and administrators seeking to create affirming, equitable, and healing-centered environments for Black students \t  \t  \tIn Beyond the Doll Tests, Cheryl Holcomb-McCoy draws on decades of expertise as an educator, school counselor, and leader in equity to deliver compelling insights and practical strategies that address the impact of racism, trauma, and systemic inequities that shape Black students' experiences in America's schools. With powerful storytelling and evidence-based frameworks, this essential resource challenges educators to move beyond surface-level inclusion and become active partners in dismantling barriers to Black students' wellbeing. \t  \t  \tThrough case studies, reflective exercises, and scalable interventions, Holcomb-McCoy reveals how the legacy of racial bias-exposed so vividly in Mamie and Kenneth Clark's historic doll tests-continues to shape educational experiences today. The book offers actionable tools grounded in Black Psychology and culturally responsive practice, giving educators new language and strategies to affirm students' strengths, foster self-efficacy, and nurture positive identity development. Readers will find a roadmap for transforming school counseling, classroom practices, and district-wide policies to prioritize mental health, belonging, and academic achievement for Black youth. \t  \t  \tThis book is both a wake-up call and a beacon of hope, calling every educator to move from passive awareness to bold, principled action. With its blend of scholarly wisdom and heartfelt advocacy, this work empowers schools to become spaces where Black students are seen, valued, and equipped to thrive. For those ready to make real change, Holcomb-McCoy offers the vision and tools to get started.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164012822580,"sku":"9798895570661","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570661.jpg?v=1782650742"},{"product_id":"9781975509590","title":"The Little Shelter That Could","description":"\u003cp\u003eThe Little Shelter That Could:  Literacy Resilience of Mothers and Children Facing Homelessness tells the story of homelessness, life in a shelter, and the impact of these factors on children's lives and education. It is also a story of hope. Dr. Sadia Warsi discovered something remarkable during her research at Joseph's Shelter. Instead of educational disruption, she found literacy resilience. Families created sophisticated learning environments that challenged assumptions about capabilities during crisis. The Little Shelter That Could reveals extraordinary educational leadership, where children became teachers in hallway spaces and mothers transformed dormitories into literacy-rich environments. Through anonymized, reconstructed narrative case studies based on her research, this book documents how education served as both anchor during crisis and pathway to future possibilities. Rather than focusing on deficits, this work illuminates sophisticated educational knowledge families possess during vulnerable moments. Readers encounter stories of mothers who strategically selected books to accelerate their children's reading while in emergency housing, families who created \"learning corners\" that became the shelter's educational heart, and parents whose daily bus journeys maintained their children's school enrollment. Written for early childhood educators and teacher candidates, this book provides frameworks for recognizing family educational assets invisible to traditional assessments. Dr. Warsi challenges deficit-based approaches, offering asset-based strategies that build on what families already know. Drawing from extensive experience in special education and multicultural competency, Warsi provides trauma-informed approaches that honor family expertise while supporting growth. Twenty-five years after the initial study, these lessons remain urgently relevant, as housing instability affects an increasing number of families. The Little Shelter That Could offers hope, practical strategies, and a transformative vision for early childhood education that honors every family's educational assets. Perfect for courses such as: Foundations of Early Childhood Education; Family and Community Engagement in Education; Culturally Responsive Teaching; Early Childhood Literacy Development; Trauma-Informed Educational Practices; Introduction to Special Education; Assessment in Early Childhood Education; Supporting Diverse Families; Child Development and Learning; and Educational Equity and Social Justice\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47164014133300,"sku":"9781975509590","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975509590.jpg?v=1782631346"},{"product_id":"9798895570814","title":"Straighten Up, Girls and Boys","description":"\u003cp\u003eThis illuminating read bridges education history with contemporary efforts to create inclusive, equitable schools   In Straighten Up, Girls and Boys, acclaimed historian and educator Jackie M. Blount exposes the hidden history of how American schools have carefully shaped and policed gender and sexuality-affecting every student and educator, past and present. With clarity and compassion, she invites readers not only to understand these forces, but to take action for positive change in their own school communities.   Drawing on centuries of school design, hiring practices, and classroom curriculum, Blount uncovers how seemingly neutral decisions-from the layout of restrooms to textbooks and teacher roles-have been used to enforce binary gender norms and rigid expectations around sexuality. She explores the implications for both students and educators, highlighting moments of resistance and progress, but also the persistence of exclusion and harm. Through vivid historical storytelling and fresh analysis, Blount connects the dots between age-old anxieties and today's most pressing debates around LGBTQ issues in schools.   This book empowers educators with the knowledge and historical context needed to question entrenched practices and build more supportive school cultures. Encouraging both critical reflection and practical action, Blount's work is a vital resource for anyone committed to fostering respect and opportunity for every member of the school community.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47243457429556,"sku":"9798895570814","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570814.jpg?v=1784585878"},{"product_id":"9780807784228","title":"Partnering for Transformation in Schools and Beyond","description":"\u003cp\u003eThis comprehensive book offers both theoretical and practical guidance for understanding and enacting community-engaged learning through peace, social justice, and human rights education.  With a focus on new directions in peace, social justice, and human rights education, this book examines how local communities engage in collaboration with scholars and practitioners to advance these educational approaches and movements. Chapters from educators, artists, researchers, students, and community-based organizations from across the globe highlight the challenges and possibilities of implementing community-engaged praxis in diverse sites and contexts. The authors conceptualize community-engaged partnerships in many ways, including collaborative participation in social movements, school programs, extracurricular clubs, research projects, arts initiatives, youth development opportunities, higher educational initiatives, and civic actions. The volume provides a broad array of community-based exemplars to illustrate the varied ways in which peace and human rights education can positively transform communities locally and globally.  Book Features:     Examines how diverse educational spaces are being reimagined through community-engaged partnerships and initiatives, with the goal of creating a more equitable and socially just world. Offers a range of writing, including empirical case studies, research projects, reflective essays, theoretical treatises, and methodological insights. Disrupts top-down initiatives by centering local knowledges in the acts of transformation and liberation. Explores the intersections of critical peace education, social justice education, and human rights education to provide a bridge for those working at the nexus of these fields. All three editors are actively engaged in professional development with educators, universities, and K-12 schools, as well as community-based organizations.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316775501876,"sku":"9780807784228","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784228.jpg?v=1784845202"},{"product_id":"9780807784204","title":"An Assets-Based Approach to Serving Multilingual International Studentsin Higher Education","description":"\u003cp\u003eThis guide will help higher education institutions create a more purposeful and supportive learning and cultural environment for their multilingual international students.  Through a lens of equity and social justice, this volume offers a comprehensive look at the education of multilingual international students (MISs) in higher education. Featuring contributions from leading scholars, this collection tackles issues of inequity in admissions, language testing, mentoring, mental health, and more. It provides critical insights into the diverse experiences of MISs on multilingual and multicultural campuses, along with evidence-based practices and policy recommendations. As universities increasingly recruit international students, this book will help a wide range of professionals to address the specific linguistic, academic, and sociocultural needs of this student population.  Book Features:     Designed as a practical resource for faculty, administrators, advisors, and decision-makers. Fills a crucial gap in higher education by centering the voices, goals, and needs of MISs and advocating for more just and inclusive institutional policy and practices. Offers a focus on the intersection of both international students and multilingual learners, addressing their unique characteristics. Brings together research-active experts and topics from different fields (counseling and mental health, trauma, teaching pedagogies) that are not often integrated into one resource.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316775698484,"sku":"9780807784204","price":127.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784204.jpg?v=1782630317"},{"product_id":"9780807784051","title":"Move More, Learn More!","description":"\u003cp\u003eThis book shares how movement is deeply connected to early learning, offering 50  activities that focus on young children's growth and development.  Young children don't just move to develop their bodies-they move to develop their brains. Move More, Learn More! demonstrates the profound connection between physical activity and early childhood development through cutting-edge research from neuroscience, developmental psychology, and exercise science. This groundbreaking book teaches how movement fundamentally shapes brain architecture during the early years, building the neurological foundations essential for cognitive growth, academic success, and social-relational well-being.  Move More, Learn More! bridges the gap between research and practice, offering evidence-based insights in every chapter. By understanding how developmental skills emerge from shared neurological pathways, Pre-K -3rd grade educators can transform their approach to early learning. Educators and clinicians will discover immediately applicable strategies to help children develop healthy brains and bodies during these formative years.  This first-of-its-kind resource will empower readers to harness the transformative power of movement, showing not just what happens when children are physically active, but why it matters so deeply for their development and how to maximize these benefits in educational settings.  Book Features:     Chapters written by international experts in the fields of movement, music, language, and cognition provide activities to strengthen executive function, self-regulation, attention, and sensory-motor development in Pre-K-3rd grade. Over 50 evidence-based activities that specifically target both learning strengths and differences. An ideal book for graduate-level courses in education, physical education, and early care, as well as developmental psychology, speech pathology, and occupational therapy.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316775731252,"sku":"9780807784051","price":93.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784051.jpg?v=1784067411"},{"product_id":"9780807783955","title":"Using Picture Books to Promote Empathy, Belonging, and Social Justice in Pre-K and Kindergarten","description":"\u003cp\u003eThis timely book offers preschool and kindergarten teachers practical, research-based strategies for how to use culturally relevant picture books to discuss social justice and equity with young children. It includes activities and dozens of recommended children's books that will help students understand their own social, cultural, and linguistic identities.  This book challenges outdated literacy norms and calls on educators to center picture books about children's different identities, talents, and lived experiences. The authors show how picture books rooted in social justice and equity become powerful tools for fostering critical thinking, empathy, a sense of belonging, and meaningful dialogue. Through shared reading and thoughtful discussion, teachers can help young learners explore big ideas, such as fairness, culture, and identity. Now is the time to place powerful stories in the hands of young learners. Let this book be your guide to cultivating classrooms where equity is not just an ideal, but a daily reality.  Book Features:     Provides in-depth descriptions of effective classroom strategies for using picture books with social justice content and images. Alleviates teachers' potential discomfort around social justice and equity by using children's literature to identify and discuss unfair practices in the world. Highlights the capacity for young children to engage in critical conversations when developing their notions of themselves and the world they live in. Includes annotated lists of recommended children's picture books, websites, podcasts, and videos.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316776058932,"sku":"9780807783955","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783955.jpg?v=1782630335"},{"product_id":"9780807784266","title":"Standing Strong in Undemocratic Times","description":"\u003cp\u003eMany of the nation's most eminent education scholars and researchers describe constructive and effective ways to respond to and resist the attacks on diversity and multicultural education and to support democracy.  In this timely volume, James A. Banks and a stellar group of contributors push back on the national and cogent attacks on diversity and multicultural education, both of which have accelerated after the 2024 presidential election. Each chapter author (1) describes the difficulties for diversity, multicultural education, and democracy during the next decade and (2) offers interventions and actions that can be taken by educators and policymakers to lessen and reduce these challenges.  Standing Strong in Undemocratic Times describes ways in which democracy is fragile and endangered in the United States and how teaching about diversity in schools, colleges, and universities can help to promote democracy in the nation.  Book Features:     Describes the origins and nature of the attacks on DEI and of teaching about race in America's schools, colleges, and universities. Provides information, research, and strategies that can give educators hope and ways to envision the future of diversity and multicultural education programs. Explores how opponents of diversity and multicultural education have perpetuated misinformation, such as the claim that critical race theory is being taught in K-12 schools. Includes contributions by three cohorts of multicultural education scholars: the founders, the second generation, and the most recent researchers in the field. Examines how fascism and authoritarianism are growing in the United States and how education in schools, colleges, and universities can counter these forces.   CONTENTS AND CONTRIBUTORS Preface James A. Banks Introduction James A. Banks  PART I: RACISM, FASCISM, AND THE QUEST FOR EQUITY AND DEMOCRACY     Surviving a Second Nadir: Resisting the Rightist Destruction of Democracy, Gloria Ladson-Billings DEI, Democracy, and the Authoritarian Threat: Why Higher Education Must Resist, Royel M. Johnson White Racial Shame and the Permanence of Racism: A Critical Hope Response, Robin DiAngelo Rise of Fascism in the United States: A Critical Multicultural Anti-Fascist Response, Michael Vavrus   PART II: REVITALIZING DIVERSITY AND MULTICULTURAL EDUCATION     Whites in Multicultural Education: Retrospective and Reflection, Gary Howard Resisting Resistance to Diversity, Geneva Gay Possibilities and Obligations of Critical Scholars When Knowledge Production Is Under Siege, Michelle Fine and Lois Weis (Re-)Envisioning the Transformative Power of Multicultural Education, Gilberto Q. Conchas and Victor DeAlba In the Wake of Anti-Woke: Education, Racism Without Races, and Breaking With Symmetricism, Zeus Leonardo   PART III: CURRICULUM AND TEACHING     Confronting Educational Inequity in the United States: Daring to Hope, Sonia Nieto Curriculum for a Diverse Democracy, Christine E. Sleeter Culturally Responsive Pedagogy for Immigrant-Origin Students, Carola Suarez-Orozco   PART IV: REENVISIONING THE FUTURE OF DEMOCRACY, DIVERSITY, AND CITIZENSHIP     DEI Disaster Recovery in America's K-12 Schools and Higher Education Institutions, Shaun Harper Redefining Membership: Executive Actions and the Boundaries of Citizenship, Angela M. Banks Teaching Towards Expansive Solidarities in Dangerous Times, Wayne Au   Afterword: Diversity as a Vehicle for Promoting Democracy, Cherry A. McGee Banks\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316776517684,"sku":"9780807784266","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784266.jpg?v=1784845201"},{"product_id":"9780807783931","title":"Learning with the Pedagogy of Reggio Emilia","description":"\u003cp\u003eReaders will find compelling perspectives on the world-renowned Reggio Emilia Approach (R) to early childhood education, with a unique focus on inspiring teacher preparation.  This collection shares valuable learning experiences from graduates of the school-university partnership between University of Colorado Denver and Boulder Journey School. The chapter authors, all of whom were practicing teachers while enrolled in the Masters in Innovative Early Childhood Education program, invite early childhood practitioners and teacher educators to consider the transformative philosophy of Reggio Emilia for their teaching and learning.  Given the wide range of perspectives, the book will be relevant to educators who work with children (birth to 3rd grade) and families representing diverse linguistic, cultural, racial, and ability identities, as well as those who work across different geographic locations.  Book Features:     A deep dive into how Reggio-inspired schools across the U.S. and the globe create learning spaces that foster a sense of belonging for educators, children, and families from diverse backgrounds. Every chapter closes with two sets of Reflective Prompts-one for early childhood educators and another for teacher educators-that will support readers in connecting the book's content to their own experiences and contexts. 40  full-color photos and figures featuring student work, teaching and learning examples, and more. Chapter topics include the value of deep listening, diverse identities and cultures of belonging, inclusive and supportive social learning, languages of expression, children's rights, racial equity, and the value of playful pedagogies. A concluding chapter written by lead faculty partner Lori Ryan proposes a hopeful future for teacher education and professional development grounded in social constructivism, inclusive pedagogies, and the current realities of the early childhood landscape.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316777205812,"sku":"9780807783931","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783931.jpg?v=1782630316"},{"product_id":"9780807784273","title":"Standing Strong in Undemocratic Times","description":"\u003cp\u003eMany of the nation's most eminent education scholars and researchers describe constructive and effective ways to respond to and resist the attacks on diversity and multicultural education and to support democracy.  In this timely volume, James A. Banks and a stellar group of contributors push back on the national and cogent attacks on diversity and multicultural education, both of which have accelerated after the 2024 presidential election. Each chapter author (1) describes the difficulties for diversity, multicultural education, and democracy during the next decade and (2) offers interventions and actions that can be taken by educators and policymakers to lessen and reduce these challenges.  Standing Strong in Undemocratic Times describes ways in which democracy is fragile and endangered in the United States and how teaching about diversity in schools, colleges, and universities can help to promote democracy in the nation.  Book Features:     Describes the origins and nature of the attacks on DEI and of teaching about race in America's schools, colleges, and universities. Provides information, research, and strategies that can give educators hope and ways to envision the future of diversity and multicultural education programs. Explores how opponents of diversity and multicultural education have perpetuated misinformation, such as the claim that critical race theory is being taught in K-12 schools. Includes contributions by three cohorts of multicultural education scholars: the founders, the second generation, and the most recent researchers in the field. Examines how fascism and authoritarianism are growing in the United States and how education in schools, colleges, and universities can counter these forces.   CONTENTS AND CONTRIBUTORS Preface James A. Banks Introduction James A. Banks  PART I: RACISM, FASCISM, AND THE QUEST FOR EQUITY AND DEMOCRACY     Surviving a Second Nadir: Resisting the Rightist Destruction of Democracy, Gloria Ladson-Billings DEI, Democracy, and the Authoritarian Threat: Why Higher Education Must Resist, Royel M. Johnson White Racial Shame and the Permanence of Racism: A Critical Hope Response, Robin DiAngelo Rise of Fascism in the United States: A Critical Multicultural Anti-Fascist Response, Michael Vavrus   PART II: REVITALIZING DIVERSITY AND MULTICULTURAL EDUCATION     Whites in Multicultural Education: Retrospective and Reflection, Gary Howard Resisting Resistance to Diversity, Geneva Gay Possibilities and Obligations of Critical Scholars When Knowledge Production Is Under Siege, Michelle Fine and Lois Weis (Re-)Envisioning the Transformative Power of Multicultural Education, Gilberto Q. Conchas and Victor DeAlba In the Wake of Anti-Woke: Education, Racism Without Races, and Breaking With Symmetricism, Zeus Leonardo   PART III: CURRICULUM AND TEACHING     Confronting Educational Inequity in the United States: Daring to Hope, Sonia Nieto Curriculum for a Diverse Democracy, Christine E. Sleeter Culturally Responsive Pedagogy for Immigrant-Origin Students, Carola Suarez-Orozco   PART IV: REENVISIONING THE FUTURE OF DEMOCRACY, DIVERSITY, AND CITIZENSHIP     DEI Disaster Recovery in America's K-12 Schools and Higher Education Institutions, Shaun Harper Redefining Membership: Executive Actions and the Boundaries of Citizenship, Angela M. Banks Teaching Towards Expansive Solidarities in Dangerous Times, Wayne Au   Afterword: Diversity as a Vehicle for Promoting Democracy, Cherry A. McGee Banks\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316777467956,"sku":"9780807784273","price":277.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784273.jpg?v=1784845198"},{"product_id":"9780807784013","title":"Guided Play Principles and Practices, Pre-K to 3","description":"\u003cp\u003eThis comprehensive book reveals how guided play-the sweet spot at which child agency meets adult intention-creates optimal conditions for deep learning while addressing required standards.  The authors present a practical, three-part framework that shows readers how to design responsive environments, facilitate meaningful guided play experiences, and document children's playful learning. Through compelling stories, authentic examples, and strategic advocacy approaches, Guided Play Principles and Practices, Pre-K to 3 demonstrates how guided play simultaneously enhances student engagement and aligns with academic standards. This is essential reading for educators committed to honoring how children naturally learn, while successfully navigating today's demanding educational landscape.  Book Features:     Evidence-Based Framework Based on Real Implementation-provides the first systematic framework for guided play developed through actual classroom implementation and documented success. Free Downloadable Supporting Resources-contains visual documentation from real classrooms, reflection prompts, communication templates, and step-by-step implementation guides. Comprehensive Documentation and Assessment System-features detailed protocols for capturing and analyzing children's learning through play, transforming documentation from simple photo-taking into a powerful tool for assessment, reflection, and advocacy. Multi-Level Advocacy Toolkit-includes strategic advocacy approaches for engaging administrators, families, and policymakers, featuring research summaries and strategies for building institutional support for play-based learning.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316777500724,"sku":"9780807784013","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784013.jpg?v=1782630336"},{"product_id":"9780807784303","title":"The Dreamkeepers","description":"\u003cp\u003eThis graphic novel is a beautiful reimagining of the classic text about reaching and teaching African American children.   The Dreamkeepers has been a perennial favorite with teachers and programs of teacher education for over 30 years. Like the original work, this comics version blends scholarship and storytelling to document the practices of eight exemplary teachers who use culturally relevant and intellectually rigorous teaching to foster academic excellence among African American students. Readers will follow Nissa, a young student teacher beginning her placement at Pinewood School. As she observes and experiments with the methods of the eight teachers, Nissa not only grows in her craft but also learns to embrace her identity as a neurodivergent young woman. Her journey highlights the power of culturally relevant pedagogy while modeling how educators can form meaningful connections with all their students. This visually engaging graphic edition of the classic bestseller by distinguished professor Gloria Ladson-Billings offers an inspiring and accessible entry point for educators of all backgrounds.  Book Features:     Case studies and key themes are brought to life by the dynamic drawings of Rachel Branham, author of \"What's So Great About Art, Anyway?\" A Teacher's Odyssey. Depictions of what can be learned from successful teachers about teaching all children, especially African American students. An exploration of why human relationships must be at the center of meaningful educational experiences that aim to overcome racist and unjust societal structures.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316777566260,"sku":"9780807784303","price":229.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784303.jpg?v=1784845193"},{"product_id":"9780807784334","title":"Lifting As We Climb","description":"\u003cp\u003eThis practical book will help Black language scholars make informed decisions throughout their academic careers: as a doctoral student, while on the academic job market, when beginning a new faculty position, when transitioning from early-career to mid-career, and when pursuing leadership positions.  Lifting As We Climb provides new empirical knowledge to facilitate the recruitment, retention, and advancement of Black language scholars in the United States. The text directly connects language, identity, ideology, and societal and institutional structures to explore the specific ways Black language scholars are positioned in higher education. Narratives of the experiences of Black faculty illustrate how their linguistic development, awareness, and dexterity shape their interconnected personal and professional lives, including specific dynamics of inclusion and exclusion.  Readers will come to understand how language shapes the experiences of Black scholars at different stages of their careers and why that is crucial to efforts toward systemic change. Lifting As We Climb is a model of how to support today's faculty through Black-centered academic professional development.  Book Features:     Centers the linguistic experiences of Black faculty, filling a critical gap in research on higher education and Black language. Draws on a mixed-methods empirical study that combines analyses of Black language scholars' lived experiences with analyses of existing professional development literature. Provides actionable insights for recruiting, mentoring, and retaining Black faculty across the academic pipeline. Expands theoretical understandings of language, identity, and power by tracing how linguistic dexterity and linguistic bias shape Black scholars' careers. Documents how linguistic bias intersects with structural exclusion in higher education, offering pathways toward institutional change.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316777762868,"sku":"9780807784334","price":104.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784334.jpg?v=1784845198"},{"product_id":"9780807783535","title":"Using Picture Books to Promote Empathy, Belonging, and Social Justice in Pre-K and Kindergarten","description":"\u003cp\u003eThis timely book offers preschool and kindergarten teachers practical, research-based strategies for how to use culturally relevant picture books to discuss social justice and equity with young children. It includes activities and dozens of recommended children's books that will help students understand their own social, cultural, and linguistic identities.  This book challenges outdated literacy norms and calls on educators to center picture books about children's different identities, talents, and lived experiences. The authors show how picture books rooted in social justice and equity become powerful tools for fostering critical thinking, empathy, a sense of belonging, and meaningful dialogue. Through shared reading and thoughtful discussion, teachers can help young learners explore big ideas, such as fairness, culture, and identity. Now is the time to place powerful stories in the hands of young learners. Let this book be your guide to cultivating classrooms where equity is not just an ideal, but a daily reality.  Book Features:     Provides in-depth descriptions of effective classroom strategies for using picture books with social justice content and images. Alleviates teachers' potential discomfort around social justice and equity by using children's literature to identify and discuss unfair practices in the world. Highlights the capacity for young children to engage in critical conversations when developing their notions of themselves and the world they live in. Includes annotated lists of recommended children's picture books, websites, podcasts, and videos.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316778188852,"sku":"9780807783535","price":277.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783535.jpg?v=1782630339"},{"product_id":"9780807783641","title":"Lifting As We Climb","description":"\u003cp\u003eThis practical book will help Black language scholars make informed decisions throughout their academic careers: as a doctoral student, while on the academic job market, when beginning a new faculty position, when transitioning from early-career to mid-career, and when pursuing leadership positions.  Lifting As We Climb provides new empirical knowledge to facilitate the recruitment, retention, and advancement of Black language scholars in the United States. The text directly connects language, identity, ideology, and societal and institutional structures to explore the specific ways Black language scholars are positioned in higher education. Narratives of the experiences of Black faculty illustrate how their linguistic development, awareness, and dexterity shape their interconnected personal and professional lives, including specific dynamics of inclusion and exclusion.  Readers will come to understand how language shapes the experiences of Black scholars at different stages of their careers and why that is crucial to efforts toward systemic change. Lifting As We Climb is a model of how to support today's faculty through Black-centered academic professional development.  Book Features:     Centers the linguistic experiences of Black faculty, filling a critical gap in research on higher education and Black language. Draws on a mixed-methods empirical study that combines analyses of Black language scholars' lived experiences with analyses of existing professional development literature. Provides actionable insights for recruiting, mentoring, and retaining Black faculty across the academic pipeline. Expands theoretical understandings of language, identity, and power by tracing how linguistic dexterity and linguistic bias shape Black scholars' careers. Documents how linguistic bias intersects with structural exclusion in higher education, offering pathways toward institutional change.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316778745908,"sku":"9780807783641","price":312.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783641.jpg?v=1784845201"},{"product_id":"9780807783580","title":"Maximizing Opportunity to Learn","description":"\u003cp\u003eEnsure all students have the best opportunity to achieve academic success by using instructional approaches proven to have the most impact, while also avoiding common practices that ultimately hinder student learning.  Maximizing Opportunity to Learn advocates for teaching that combines high expectations with high leverage practices so that all students, especially those who historically have been marginalized, consistently experience maximized opportunities to learn. The authors introduce classroom teachers and instructional leaders to the Heuristic for Equitable and Adaptive Teaching (HEAT), a model for equitable and ambitious instruction that is both grounded in research and concrete enough to be put into practice.  Ambitious instruction demands that every student engage with tasks of high cognitive demand. \"Equity\" in this sense means more than inclusion; it requires creating the conditions so that every learner is positioned as capable, agentic, and able to achieve at high levels. In addition to providing proven-effective practices, the authors also challenge the efficacy of some common instructional practices, such as questioning and differentiation, illustrating how they often undermine equity rather than promote it.  Book Features:     Explains how reducing variation in instructional quality and variation in student experience are the keys to achieving effective, equity-centered instructional improvement. Explains what instruction that supports every student looks like, as opposed to an ineffectual equity-neutral instructional approach or culturally relevant pedagogy that can be framed as only relevant to students of Color. Demonstrates why several common instructional practices that are still heavily promoted in the field are counter to the goal of equity and do not lead to improved outcomes for all students. Provides specific guidance for leaders on how to develop a district-wide strategy for developing, supporting, and sustaining equitable and ambitious instruction.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316778942516,"sku":"9780807783580","price":270.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783580.jpg?v=1784845198"},{"product_id":"9780807783573","title":"Guided Play Principles and Practices, Pre-K to 3","description":"\u003cp\u003eThis comprehensive book reveals how guided play-the sweet spot at which child agency meets adult intention-creates optimal conditions for deep learning while addressing required standards.  The authors present a practical, three-part framework that shows readers how to design responsive environments, facilitate meaningful guided play experiences, and document children's playful learning. Through compelling stories, authentic examples, and strategic advocacy approaches, Guided Play Principles and Practices, Pre-K to 3 demonstrates how guided play simultaneously enhances student engagement and aligns with academic standards. This is essential reading for educators committed to honoring how children naturally learn, while successfully navigating today's demanding educational landscape.  Book Features:     Evidence-Based Framework Based on Real Implementation-provides the first systematic framework for guided play developed through actual classroom implementation and documented success. Free Downloadable Supporting Resources-contains visual documentation from real classrooms, reflection prompts, communication templates, and step-by-step implementation guides. Comprehensive Documentation and Assessment System-features detailed protocols for capturing and analyzing children's learning through play, transforming documentation from simple photo-taking into a powerful tool for assessment, reflection, and advocacy. Multi-Level Advocacy Toolkit-includes strategic advocacy approaches for engaging administrators, families, and policymakers, featuring research summaries and strategies for building institutional support for play-based learning.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779008052,"sku":"9780807783573","price":270.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783573.jpg?v=1782630346"},{"product_id":"9780807783764","title":"Maximizing Opportunity to Learn","description":"\u003cp\u003eEnsure all students have the best opportunity to achieve academic success by using instructional approaches proven to have the most impact, while also avoiding common practices that ultimately hinder student learning.  Maximizing Opportunity to Learn advocates for teaching that combines high expectations with high leverage practices so that all students, especially those who historically have been marginalized, consistently experience maximized opportunities to learn. The authors introduce classroom teachers and instructional leaders to the Heuristic for Equitable and Adaptive Teaching (HEAT), a model for equitable and ambitious instruction that is both grounded in research and concrete enough to be put into practice.  Ambitious instruction demands that every student engage with tasks of high cognitive demand. \"Equity\" in this sense means more than inclusion; it requires creating the conditions so that every learner is positioned as capable, agentic, and able to achieve at high levels. In addition to providing proven-effective practices, the authors also challenge the efficacy of some common instructional practices, such as questioning and differentiation, illustrating how they often undermine equity rather than promote it.  Book Features:     Explains how reducing variation in instructional quality and variation in student experience are the keys to achieving effective, equity-centered instructional improvement. Explains what instruction that supports every student looks like, as opposed to an ineffectual equity-neutral instructional approach or culturally relevant pedagogy that can be framed as only relevant to students of Color. Demonstrates why several common instructional practices that are still heavily promoted in the field are counter to the goal of equity and do not lead to improved outcomes for all students. Provides specific guidance for leaders on how to develop a district-wide strategy for developing, supporting, and sustaining equitable and ambitious instruction.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779139124,"sku":"9780807783764","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783764.jpg?v=1784845202"},{"product_id":"9780807783566","title":"The Dreamkeepers","description":"\u003cp\u003eThis graphic novel is a beautiful reimagining of the classic text about reaching and teaching African American children.   The Dreamkeepers has been a perennial favorite with teachers and programs of teacher education for over 30 years. Like the original work, this comics version blends scholarship and storytelling to document the practices of eight exemplary teachers who use culturally relevant and intellectually rigorous teaching to foster academic excellence among African American students. Readers will follow Nissa, a young student teacher beginning her placement at Pinewood School. As she observes and experiments with the methods of the eight teachers, Nissa not only grows in her craft but also learns to embrace her identity as a neurodivergent young woman. Her journey highlights the power of culturally relevant pedagogy while modeling how educators can form meaningful connections with all their students. This visually engaging graphic edition of the classic bestseller by distinguished professor Gloria Ladson-Billings offers an inspiring and accessible entry point for educators of all backgrounds.  Book Features:     Case studies and key themes are brought to life by the dynamic drawings of Rachel Branham, author of \"What's So Great About Art, Anyway?\" A Teacher's Odyssey. Depictions of what can be learned from successful teachers about teaching all children, especially African American students. An exploration of why human relationships must be at the center of meaningful educational experiences that aim to overcome racist and unjust societal structures.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779335732,"sku":"9780807783566","price":76.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783566.jpg?v=1784845193"},{"product_id":"9780807783603","title":"What Teachers Need","description":"\u003cp\u003eMost books on teacher well-being are about what teachers need to do-whereas this book specifies what teachers need from their supporters and settings to heal from the harms of their profession and thrive.   What Teachers Need offers practical guidance to principals, district leaders, teacher educators, and professional development facilitators-all who create the conditions for K-12 teacher wellness.  Social emotional learning (SEL) is widely embraced for students, but the education community has yet to practice what it preaches for the adults. Each chapter in this timely book shares innovative approaches to infuse care and humanization into teacher preparation, professional learning, and school buildings, intentionally exploring non-dominant perspectives on SEL. By investing in the health and happiness of educators, we not only empower them to thrive, but also lay the foundation for positive ripple effects on students, schools, and the broader education system. This book is a must-read for educators and anyone who supports them.  Book Features:      Goes beyond traditional models of self-help with stories and scholarship that focus on personal and community healing. Offers an antidote to teachers' disappointment regarding the next professional development fad that's out of touch with their lived realities. Describes relevant practices and processes for teachers, school leaders, and teacher preparation faculty that can be tailored to their unique education context. Examines how innovators and disruptors in SEL, critical studies in teacher education, coaching, and professional development are actively helping educators create equitable and nurturing classrooms.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779368500,"sku":"9780807783603","price":291.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783603.jpg?v=1782630345"},{"product_id":"9780807783542","title":"Partnering for Transformation in Schools and Beyond","description":"\u003cp\u003eThis comprehensive book offers both theoretical and practical guidance for understanding and enacting community-engaged learning through peace, social justice, and human rights education.  With a focus on new directions in peace, social justice, and human rights education, this book examines how local communities engage in collaboration with scholars and practitioners to advance these educational approaches and movements. Chapters from educators, artists, researchers, students, and community-based organizations from across the globe highlight the challenges and possibilities of implementing community-engaged praxis in diverse sites and contexts. The authors conceptualize community-engaged partnerships in many ways, including collaborative participation in social movements, school programs, extracurricular clubs, research projects, arts initiatives, youth development opportunities, higher educational initiatives, and civic actions. The volume provides a broad array of community-based exemplars to illustrate the varied ways in which peace and human rights education can positively transform communities locally and globally.  Book Features:     Examines how diverse educational spaces are being reimagined through community-engaged partnerships and initiatives, with the goal of creating a more equitable and socially just world. Offers a range of writing, including empirical case studies, research projects, reflective essays, theoretical treatises, and methodological insights. Disrupts top-down initiatives by centering local knowledges in the acts of transformation and liberation. Explores the intersections of critical peace education, social justice education, and human rights education to provide a bridge for those working at the nexus of these fields. All three editors are actively engaged in professional development with educators, universities, and K-12 schools, as well as community-based organizations.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779565108,"sku":"9780807783542","price":326.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783542.jpg?v=1784845201"},{"product_id":"9780807783511","title":"An Assets-Based Approach to Serving Multilingual International Studentsin Higher Education","description":"\u003cp\u003eThis guide will help higher education institutions create a more purposeful and supportive learning and cultural environment for their multilingual international students.  Through a lens of equity and social justice, this volume offers a comprehensive look at the education of multilingual international students (MISs) in higher education. Featuring contributions from leading scholars, this collection tackles issues of inequity in admissions, language testing, mentoring, mental health, and more. It provides critical insights into the diverse experiences of MISs on multilingual and multicultural campuses, along with evidence-based practices and policy recommendations. As universities increasingly recruit international students, this book will help a wide range of professionals to address the specific linguistic, academic, and sociocultural needs of this student population.  Book Features:     Designed as a practical resource for faculty, administrators, advisors, and decision-makers. Fills a crucial gap in higher education by centering the voices, goals, and needs of MISs and advocating for more just and inclusive institutional policy and practices. Offers a focus on the intersection of both international students and multilingual learners, addressing their unique characteristics. Brings together research-active experts and topics from different fields (counseling and mental health, trauma, teaching pedagogies) that are not often integrated into one resource.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779696180,"sku":"9780807783511","price":346.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783511.jpg?v=1782630336"},{"product_id":"9780807783672","title":"Move More, Learn More!","description":"\u003cp\u003eThis book shares how movement is deeply connected to early learning, offering 50  activities that focus on young children's growth and development.  Young children don't just move to develop their bodies-they move to develop their brains. Move More, Learn More! demonstrates the profound connection between physical activity and early childhood development through cutting-edge research from neuroscience, developmental psychology, and exercise science. This groundbreaking book teaches how movement fundamentally shapes brain architecture during the early years, building the neurological foundations essential for cognitive growth, academic success, and social-relational well-being.  Move More, Learn More! bridges the gap between research and practice, offering evidence-based insights in every chapter. By understanding how developmental skills emerge from shared neurological pathways, Pre-K -3rd grade educators can transform their approach to early learning. Educators and clinicians will discover immediately applicable strategies to help children develop healthy brains and bodies during these formative years.  This first-of-its-kind resource will empower readers to harness the transformative power of movement, showing not just what happens when children are physically active, but why it matters so deeply for their development and how to maximize these benefits in educational settings.  Book Features:     Chapters written by international experts in the fields of movement, music, language, and cognition provide activities to strengthen executive function, self-regulation, attention, and sensory-motor development in Pre-K-3rd grade. Over 50 evidence-based activities that specifically target both learning strengths and differences. An ideal book for graduate-level courses in education, physical education, and early care, as well as developmental psychology, speech pathology, and occupational therapy.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316779925556,"sku":"9780807783672","price":281.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783672.jpg?v=1784067413"},{"product_id":"9780807783924","title":"Learning with the Pedagogy of Reggio Emilia","description":"\u003cp\u003eReaders will find compelling perspectives on the world-renowned Reggio Emilia Approach (R) to early childhood education, with a unique focus on inspiring teacher preparation.  This collection shares valuable learning experiences from graduates of the school-university partnership between University of Colorado Denver and Boulder Journey School. The chapter authors, all of whom were practicing teachers while enrolled in the Masters in Innovative Early Childhood Education program, invite early childhood practitioners and teacher educators to consider the transformative philosophy of Reggio Emilia for their teaching and learning.  Given the wide range of perspectives, the book will be relevant to educators who work with children (birth to 3rd grade) and families representing diverse linguistic, cultural, racial, and ability identities, as well as those who work across different geographic locations.  Book Features:     A deep dive into how Reggio-inspired schools across the U.S. and the globe create learning spaces that foster a sense of belonging for educators, children, and families from diverse backgrounds. Every chapter closes with two sets of Reflective Prompts-one for early childhood educators and another for teacher educators-that will support readers in connecting the book's content to their own experiences and contexts. 40  full-color photos and figures featuring student work, teaching and learning examples, and more. Chapter topics include the value of deep listening, diverse identities and cultures of belonging, inclusive and supportive social learning, languages of expression, children's rights, racial equity, and the value of playful pedagogies. A concluding chapter written by lead faculty partner Lori Ryan proposes a hopeful future for teacher education and professional development grounded in social constructivism, inclusive pedagogies, and the current realities of the early childhood landscape.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47316780056628,"sku":"9780807783924","price":277.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783924.jpg?v=1784845200"},{"product_id":"9798895570845","title":"Educators As Designers","description":"\u003cp\u003eAn invitation to K-12 educators to reimagine their roles through the transformative lens of design   In Educators as Designers, Jim Gaona Ellis draws on Universal Design for Learning (UDL) and the latest UDL guidelines to position teachers as creators, innovators, and problem-solvers, empowering them to craft classroom experiences that are not only accessible, but also inspiring, inclusive, and responsive to every student's unique needs. This timely and original book challenges readers to see themselves not just as implementers, but as architects capable of reshaping learning cultures and opportunities for all students.   At the heart of this work is a practical toolkit that seamlessly bridges powerful design concepts-such as affordances, choice architecture, hostile design, and the design cycle-with everyday classroom realities. Gaona Ellis offers engaging vignettes, actionable strategies, and a concrete change management framework that honor teachers' expertise while guiding them to collaborate, ideate, and iterate solutions. The book doesn't shy away from addressing systemic inequities, instead arming educators with the language, habits, and mindset to foster learner agency, equity, and belonging-regardless of external constraints or shifting DEI mandates.   More than a guide, this is an invitation to innovate, co-create, and lead. With storytelling at its core and a focus on practical impact, this book will inspire educators and school leaders to bring fresh clarity, delight, and possibility to their practice-one designed solution at a time.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47316793720884,"sku":"9798895570845","price":69.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570845.jpg?v=1785795965"},{"product_id":"9780807783528","title":"Making Student Voices Matter","description":"\u003cp\u003eThis book offers educators actionable models for creating responsive, affirming learning environments that cultivate student agency, joy, and commitment to social transformation.  These essays show how pre-K-12 educators enact culturally sustaining literacy pedagogies (CSLP)-drawing on students' cultural and linguistic knowledge to foster identity, critical consciousness, and academic skills.  Each chapter features a practitioner coauthor and highlights concrete classroom strategies that challenge whiteness and center the experiences of communities of color. The authors also provide a practical discussion of how each teaching practice can be levelled across the grades, and what it might look like when used with different age groups. Topics range from family and community literacies to critical language practices and multimodal assessment.  With many user-friendly tools, Making Student Voices Matter is a valuable resource for inservice professional learning, teacher preparation programs, and equity-centered coaching.  Book Features:     Bridges Critical Theory and Everyday Practice: Theoretical concepts-such as critical consciousness, cultural humility, and reflexivity-are translated into concrete, classroom-tested practices. Centers Practitioner Voices and Lived Experience: Teacher-authored chapters offer firsthand accounts of implementing CSLP in real-world school contexts. Expands the Definition of Literacy: Offers an interdisciplinary and multimodal understanding of literacy that includes language, arts, digital media, oral traditions, and nature-based literacies. Disrupts Whiteness in Instructional Practice: Shows how educators can actively challenge whiteness, white ideology, and curricular erasure by affirming the identities of students from historically marginalized communities. Includes User-Friendly Features for Immediate Application: Provides tools such as instructional snapshots, classroom vignettes, student work samples, and reflection prompts.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47428931518516,"sku":"9780807783528","price":277.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807783528.jpg?v=1782639419"},{"product_id":"9780807784099","title":"Making Student Voices Matter","description":"\u003cp\u003eThis book offers educators actionable models for creating responsive, affirming learning environments that cultivate student agency, joy, and commitment to social transformation.  These essays show how pre-K-12 educators enact culturally sustaining literacy pedagogies (CSLP)-drawing on students' cultural and linguistic knowledge to foster identity, critical consciousness, and academic skills.  Each chapter features a practitioner coauthor and highlights concrete classroom strategies that challenge whiteness and center the experiences of communities of color. The authors also provide a practical discussion of how each teaching practice can be levelled across the grades, and what it might look like when used with different age groups. Topics range from family and community literacies to critical language practices and multimodal assessment.  With many user-friendly tools, Making Student Voices Matter is a valuable resource for inservice professional learning, teacher preparation programs, and equity-centered coaching.  Book Features:     Bridges Critical Theory and Everyday Practice: Theoretical concepts-such as critical consciousness, cultural humility, and reflexivity-are translated into concrete, classroom-tested practices. Centers Practitioner Voices and Lived Experience: Teacher-authored chapters offer firsthand accounts of implementing CSLP in real-world school contexts. Expands the Definition of Literacy: Offers an interdisciplinary and multimodal understanding of literacy that includes language, arts, digital media, oral traditions, and nature-based literacies. Disrupts Whiteness in Instructional Practice: Shows how educators can actively challenge whiteness, white ideology, and curricular erasure by affirming the identities of students from historically marginalized communities. Includes User-Friendly Features for Immediate Application: Provides tools such as instructional snapshots, classroom vignettes, student work samples, and reflection prompts.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":47428931747892,"sku":"9780807784099","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807784099.jpg?v=1782639423"},{"product_id":"9781648433177","title":"Napako, Our Journey","description":"\u003cp\u003eNapako, the Coahuiltecan word for \"our journey,\" is the captivating and authentic Indigenous creation story of how people came to be on Mother Earth. Napako, Our Journey: The Coahuiltecan Creation Story and the Sacred Springs is based on the creation tale of the Coahuiltecan people who for 14,000 years have occupied the surrounding lands of what is now known as San Marcos, Texas. The book is a retelling in written words and illustrations of the oral tradition as it has been told by Indigenous storyteller Maria Rocha.   As seen from a child's perspective, the main story tells of spirits who once lived in the lower world, but when they became people, they needed to live in the upper world. It follows their journey as they are guided by animal spirits to the upper world, traveling through a portal of water to live above on the surface of Mother Earth. With facts about the Coahuiltecan people, the San Marcos Springs and Spring Lake, and the animals who live in the surrounding area, Napako, Our Journey is an inspiring and educational introduction to the creation beliefs of one of the most widespread Indigenous peoples in Texas and northern Mexico.\u003c\/p\u003e","brand":"TEXAS A\u0026M UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":47428945936436,"sku":"9781648433177","price":43.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781648433177.jpg?v=1783981345"},{"product_id":"9781975509378","title":"Collectives and the Commons","description":"\u003cp\u003eIn today's troubling times, we frequently find ourselves in conversations with educational scholars, educators, and university students about feeling overwhelmed with the attacks on and challenges facing education, and unsure of how to act in this moment. What does it mean to leverage scholarship for public impact? What impact on public debate, awareness, or policy can collective action as large groups of scholars and leaders make that more traditional scholarship cannot or simply does not aspire to make? That is, when scholars and leaders speak in a collective and public-facing way, what interventions can we make in movement building for public education and for the public commons more broadly?     Collectives and the Commons: The Role of Educational Scholars in Movement Building for Justice grapples with such questions by diving into the years-long journeys of four scholar collectives working toward justice in and through education. Each emerged in different times, places, and circumstances, but in recent years have connected under a \"collective of collectives\" umbrella that allowed them to share resources and support one another in their work: CReATE (Chicagoland Researchers and Advocates for Transformative Education), CARE-ED (California Alliance of Researchers for Equity in Education), HSESJD (Hawai'i Scholars for Education, Social Justice and Diversity), and EDJE (Education Deans for Justice and Equity).     The result of this effort is this volume, which serves as a resource for scholars who are interested in working collectively for movement building and advocacy. With that goal in mind, each chapter consists of two key components: a narrative essay (how the collective formed, how they were organized and operated, their theory of change, the initiatives they undertook, how they pushed scholarship into the public space, challenges faced, and lessons learned or take-aways for others interested in educational advocacy) and a range of selected artifacts (research briefs and fact sheets; statements, petitions, testimonies; media and art work; and public events and symposiums).     Collectives and the Commons is needed today more than ever. The current assault on education is an assault on teachers and students, and on the welfare of everyone. This book should be read by every scholar interested in seeing social justice applied to schools, classrooms and students. It can also be adopted in a variety of courses in Colleges of Education.     Perfect for courses such as: Introduction to Education, Educational Equity, Educational Leadership, Educational Policy, Foundations of Education, Multicultural Education, Race and Education, Research Methods, Social Justice and Education, Teacher Education\u003c\/p\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":47509869887540,"sku":"9781975509378","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975509378.jpg?v=1786141002"},{"product_id":"9781071924556","title":"The Purposeful Principal","description":"\u003cp\u003eDevelop the mindset, skills, and confidence to lead schools where every student thrives   An engaged principal plays a major role in a school's success, yet many educational leaders take the position without enough of the practical tools to turn their ideas into action. The Purposeful Principal provides the on-the-ground guidance leaders need to close the knowing-doing gap and foster an \"Every Single Student Mindset.\"   Based on twenty-seven leadership competencies, this essential guide moves beyond theory to offer job-embedded resources and real-world practice opportunities. It addresses the urgent need for leaders to challenge inequity, dismantle outdated systems, and build new pathways that lead to joyful and successful learning environments for every student.   This book will help you:     Develop an \"Every Single Student Mindset\" by focusing on five core learning conditions: affirming student identities, creating supportive and collaborative learning environments, fostering caring educators, implementing responsive teaching practices, and building equitable systems Engage in deep self-reflection to confront systemic biases and take courageous, \"audacious actions\" to dismantle inequitable practices Cultivate relational trust with students, staff, and the community to create a positive school culture where all students feel valued and affirmed Move from belief to action with concrete examples and practical exercises designed for immediate application in your school   The Purposeful Principal is not an intellectual exercise; it is a practical resource for leaders ready to do the hard work of disrupting the status quo. By learning while doing, you will cultivate the vision, courage, and skills to create a school where every single student can experience joy and success.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":47577899106356,"sku":"9781071924556","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781071924556.jpg?v=1785449802"},{"product_id":"9798330928651","title":"Curious Me! (R) 6-Book Box Set (Numbers, Letters, Colors, Feelings, Animals, and Families)","description":"\u003cp\u003eNurture Curiosity and Celebrate Everyday Wonder with the Curious Me! (R) Board Book Collection!  Bring joy, learning, and wonder to your child's early reading experience with this charming, boxed set of six Curious Me! (R) board books. Thoughtfully designed for babies and toddlers ages 0 to 4, each book features lyrical text, rich vocabulary, and vibrant illustrations that introduce important early concepts in an engaging way. Ideal for parents, grandparents, caregivers, and educators, each title includes helpful tips and ideas to extend learning beyond storytime.  This Boxed Set Includes:    Curious Me! (R) Letters - Discover the alphabet through lyrical scenes and playful words that connect letters to everyday experiences. Curious Me! (R) Numbers - Count from 1 to 10 in colorful, engaging illustrations that build number awareness and observation. Curious Me! (R) Colors - Explore vibrant hues in nature and everyday life, from red raspberries to green trees and blue skies. Curious Me! (R) Feelings - Identify and name a range of emotions through relatable, heartwarming situations. Curious Me! (R) Animals - Meet wild and wonderful creatures in their habitats-from the farmyard to the rainforest! Curious Me! (R) Families - Celebrate love and togetherness in all kinds of families, beautifully depicted through inclusive illustrations.  Why Parents and Educators Love the Curious Me! (R) Series:  These books are a trusted resource for introducing young children to early concepts in language, math, emotions, and social development. With their poetic language, vibrant illustrations, and thoughtful storytelling, they make learning feel joyful and meaningful-for both children and the adults who read with them.  Features:    Inclusive Representation: Shows diverse children, families, and environments that reflect the world around us. Parent and Caregiver Tips: Each book includes helpful tips and ideas to extend learning beyond the book. Developmentally Aligned: Meets Head Start's guidelines for culturally responsive children's books.\u003c\/p\u003e","brand":"FREE SPIRIT PUBLISHING","offers":[{"title":"Default Title","offer_id":47673665355828,"sku":"9798330928651","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798330928651.jpg?v=1785622632"},{"product_id":"9798330928644","title":"Best Behavior (R) Bilingual 6-Book Box Set (Hands Are Not for Hitting, Feet Are Not for Kicking, Voices Are Not for Yelling, Waiting Is Not Fore","description":"\u003cp\u003eNurture Positive Behaviors with the Best Behavior (R) Bilingual Series  The toddler years are full of growth, smiles, and sweetness - but also hitting, kicking, tantrums, yelling, and nose-picking. This six-book bilingual board book set is thoughtfully crafted for children aged 1-4, helping them navigate their actions and emotions with simple words in English and Spanish, lively full-color illustrations, and positive messages. Perfect for parents, grandparents, caregivers, and educators, every book includes helpful tips and ideas in the back to make learning about good behavior fun and engaging in both languages.  Books included in the bilingual boxed set:  Hands Are Not for Hitting \/ Las manos no son para pegar: It's never too early to learn about the many good things hands can do. With simple bilingual text and charming illustrations, children are invited to use their hands for fun and caring actions-and to understand that hitting is never okay. Feet Are Not for Kicking \/ Los pies no son para patear: Help your little ones understand that feet are meant for fun activities like walking, running, and kicking balls or leaves-not people. Presented in English and Spanish, this book helps children learn to use their feet for fun, not to hurt others. Noses Are Not for Picking \/ La nariz no es para hurgar: A gentle, humorous bilingual guide to help toddlers break the nose-picking habit and develop healthier hygiene practices. Kids learn the importance of using tissues and washing hands in a fun and memorable way. Voices Are Not for Yelling \/ La voz no es para gritar: Toddlers are still learning to express their feelings. This bilingual edition teaches why it's better to use an \"indoor voice\" and how to calm down and ask for help so they can get what they need. Waiting Is Not Forever \/ La espera no dura para siempre: Toddlers can learn patience with simple bilingual strategies to make waiting easier. This book offers creative ideas to keep little ones engaged while they wait, promoting self-control and delayed gratification. Words Are Not for Hurting \/ Las palabras no son para lastimar: Children are known for speaking their minds. With bilingual guidance, this book helps them choose kind words and say two very important words-\"I'm sorry\"-when hurtful words slip out.  The Best Behavior (R) Bilingual Series is an invaluable addition to any child's library, helping to foster a lifetime of positive behavior, emotional growth, and early bilingual learning.\u003c\/p\u003e","brand":"FREE SPIRIT PUBLISHING","offers":[{"title":"Default Title","offer_id":47673666568244,"sku":"9798330928644","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798330928644.jpg?v=1785795990"},{"product_id":"9781071926659","title":"The Sage Encyclopedia of Education and Gender","description":"\u003cp\u003eGender is a prominent and often-contested issue in educational settings across the globe. Although understandings of gender and academic and professional potential, roles and expectations, and opportunities and abilities have greatly expanded over the past century in various contexts, schools remain sites of intense conflict around definitions of gender and gendered access and expression. Yet, despite rapid changes in gendered educational patterns and in how education scholars conceptualize and study gender, the field lacks a recent, comprehensive resource text. This two-volume encyclopedia, a unique compendium on gender and education with an expansive and inclusive approach, will address this urgent need. Featuring a broad range of 250 to 300 well-researched, short articles written by global experts in the field, this much-needed guide will be an essential, first-stop resource for students and scholars exploring issues of gender and education, as well as for educators engaging in a rapidly changing and nuanced field.\u003c\/p\u003e","brand":"SAGE PUBLICATIONS","offers":[{"title":"Default Title","offer_id":47858528092212,"sku":"9781071926659","price":851.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781071926659.jpg?v=1785193597"},{"product_id":"9781071914281","title":"Assessing Young Children's Development and Learning","description":"\u003cp\u003eAssessing Young Children's Development and Learning helps early childhood educators understand both the need for assessment as well as the process of assessment for infants, toddlers, and children up to age eight. 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This isn't just another theory; it's a practical guide-filled with rich narrative and hard evidence- to transforming education from the inside out. Following Anaheim's journey, you'll see how a mid-sized, urban district moved beyond standardized testing to create a system that truly serves its students and community. It's a story of courage, collaboration, and a deep commitment to helping every student thrive in a rapidly changing world.   Discover how to:     Empower teachers - unyoked from teaching to a test designed in a bygone era-  to lead deeper learning innovations from the classroom up.  Connect academic learning to real world skills through meaningful community partnerships. Support the whole child by prioritizing student agency and well-being alongside academics. Achieve remarkable results, including higher graduation rates and college and career success. 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Design and implement an effective curriculum for the CP Core through Personal and Professional Skills, with expert guidance from four experienced IB educators.             Short digestible chapters are designed to build confidence and help teachers and coordinators feel fully prepared in their roles.             Top tips and Examples cover practicalities from staffing and timetabling to different ways of grouping students and crafting a responsive classroom culture, to help you identify the right path for your school.             Chapters model the process of mapping and planning inquiries to suit each cohort, with activities and opportunities for reflection designed to help teachers and coordinators review their practice and programme in response to students' needs.             Practical tools and templates support Reflective Project supervisors to make the most of their sessions with students and help them overcome challenges. 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